Assessment Policy

Scoil Chrost R
Assessment Policy
Assessment Policy
Scoil Chrost R Ennis
2016
Table of Contents
1.
2.
3.
4.
5.
6.
Introductory Statement and Rationale

Relationship to Characteristic Spirit of the School
Aims of our Assessment Policy
Purposes of Assessment
Definition of Assessment
Range of Assessment Methods used
Assessment for Learning
Assessment of Learning
7. Recording and Storing the Results of Assessments

8. Assessment Folder
9. Success Criteria
10.Roles and Responsibilities
11.Timetable for Review
12.Communication
13.Ratification
Assessment Policy 2016

Introductory Statement and Rationale
This original policy was formulated by the staff and parents of Scoil Chrost R. The policy is based
on advice and information provided in the Primary Curriculum, the NCCA Website, the NCCA
booklet Assessment in the Primary School Curriculum Guidelines for Schools and Circular
0138/2006.
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Assessment Policy
2016
Relationship to characteristic spirit of the school

Assessment activities used in this school will contribute to pupil learning and development by
gathering relevant information to guide each pupils further learning (assessment for learning) and
by providing information on each pupils achievement at a particular point in time (assessment of
learning). This commitment to pupil learning and assessment, ties in with our mission statement, to
foster the holistic development of each individual thus enabling them to achieve their full potential.
Aims of our Assessment Policy:
To benefit pupil learning
To inform, monitor and enhance teaching
To monitor learning processes
To generate baseline data that can be used to monitor achievement over time
To involve parents and pupils in identifying and managing learning strengths or difficulties
To assist teachers long and short term planning
To coordinate assessment procedures on a whole school basis
Purposes of assessment:
To inform planning for all areas of the curriculum

To gather and interpret data at class/whole school level and in relation to national norms
To identify the particular learning needs of pupils/groups of pupils including the
exceptionally able
To enable teachers to modify their programmes and their teaching methodologies in order to
ensure that the particular learning needs of individual pupils/groups are being addressed
To compile records of individual pupils progress and attainment
To facilitate communication between parents and teachers about pupils development,
progress and learning needs
To facilitate the active involvement of pupils in the assessment of their own work
To recognise the childs achievements and to improve childrens learning
To improve the quality and effectiveness of teaching and learning
To monitor accurately the childs progress and to assess what supplementary teaching and
other interventions may be required
To be able to give a detailed report to parents, or to the teacher who will be teaching the
child in the next school year
To aid early identification of general or specific learning needs
To enable the teacher to use appropriate teaching strategies and create learning contexts
To establish at what stage the child is in the development of particular skills
To determine if the child is making progress over a period of time
To inform groupings which the teacher may apply in the classroom i.e. same ability groups,
mixed ability groups etc.
To establish if the child needs special attention in any aspect of their development
To determine the childs preferred mode of learning
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Assessment Policy
To highlight the childs special interests, talents or strengths on which to build
2016
Definition of Assessment
In line with the NCCA, our staff believe that assessment is integral to teaching and learning and is
concerned with childrens progress and achievement. It involves gathering information to
understand how each child is progressing at school and using that information to further a childs
learning. We concur with their definition of classroom assessment as the process of gathering,
recording, interpreting, using and reporting information about a childs progress and
achievement in developing knowledge, concepts, skills and attitudes. Assessment, therefore,
involves much more than testing. It is an on-going process that concerns the daily interactions
between the teacher and the child that include moment-by-moment conversations, observations and
actions.
(NCCA, Assessment in the Primary School Curriculum Guidelines for Schools. November 2007,
p. 7).
Range of Assessment Methods used throughout the School

In Scoil Chrost R, we have a variety of strategies for assessment ranging from informal to formal
as outlined below:
Assessment Policy
Teacher Observation
Standardised Tests
Anecdotal Notes
Conferences
Diagnostic Tests
Homework
Learning Logs
Criterion Referenced
Tests
Work Samples
Rubrics
Portfolios
Teacher Narratives
Projects
Cloze Procedures
Pupil Self - Assessment
Rating Scales
Questioning
Textbook Tests
Concept Maps
Teacher Designed Tasks

and Tests
Story Maps
2016
IEP for Resource Pupils

IBP for Resource Pupils
Group / Individual
Education Plan / Review
for LSP
Group / Individual
Education Plan / Review
for EAL
Formal
Quizzes
Informal

Checklists
Fortnightly Planning for

LS
Fortnightly Planning for
EAL
Performance Tasks
Psychological Reports
(NEPS)
Deliberate Mistakes
Speech and Language

Reports
OT Reports
Clinical Reports
HSE Reports
CAMHS Reports
Both assessment for learning and assessment of learning will be used by teachers to make
professional judgements about pupil achievement/progress. Deciding what to assess will be based
on the curriculum objectives in each curriculum area/subject and on what the teacher intends to help
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Assessment Policy
2016
the children to learn. Each teacher will use the most appropriate assessment method to measure the
extent to which children have achieved these objectives. The range of assessment methods to be
used throughout the school is outlined in this policy.
Assessment for each subject is mentioned in the relevant curriculum plans. Accordingly, the
assessment policy will present a comprehensive overview of the strategies for assessment engaged
in throughout the school.
Assessment for Learning

Assessment for learning is a way of informing and involving the learners themselves in the process
of assessment. The following are the methods of assessment for learning in use in Scoil Chrost R:
Teacher observation individual /group /whole class with oral / written feedback
Teacher-designed tasks and tests weekly / end of term / end of topic / prescribed
assignments with feedback
Portfolios - pupils may assemble a portfolio of best / improved work

Pupil Self-Assessment: The following are in use to enable the pupils to self-assess:
Concept maps
Rubrics
KWL / KWHL charts
Evaluation sheets
Checklists
Self-Evaluation Questions to facilitate reflection
Graphic Organisers KWL charts, Rubrics and Concept maps as mentioned above.
In addition PMI charts (Plus, Minus, Interesting), Ladders, Thumbs up/thumbs
down, Traffic Lights and Talking partners are also in use.
Reflection; Representation; Reporting. Children think about what they have been
learning. They then represent what they have learned (by drawing, concept map,
brainstorm, questions, map, paragraph etc.) Children then report on their learning
to teacher; class; group; parent; partner etc.
Peer-Assessment - pair / group / whole class conferences. Children will use the above
strategies or given criterion to peer assess. Necessary language will be modelled to better
enable pupils to peer assess.
Success and Improvement Strategy (also referred to as two stars and a wish) involves children reflecting on their work and identifying two best bits/parts they like and
one area where their work can be improved. Children can highlight the best bits or put a
star or smiley face beside it. Children also highlight one area where they could improve/do
differently the next time. If possible, the children should have time to make the
improvement. This process is particularly useful for childrens writing. Initially, teachers
will model this process using exemplars. This strategy can be used orally in junior classes.
This strategy may also be used when marking childrens work.
Assessment Policy
2016
Sharing the learning intention/objective and devising success criteria- WALT (We are
learning to) and WILF (What Im looking for) strategies. WALT sets out the learning
intention / objective at the start of lessons and WILF establishes the criteria for success by
specifying what the teacher is looking for from the children in an activity.
-
We are learning to..(WALT)

What Im looking for (WILF)
We will know when weve achieved this because.
The learning objective(s) and the success criteria may be displayed on a chart /
whiteboard /post it etc.). The teacher /peer / self will evaluate the work by identifying
successes and improvements against the criteria.
Effective teacher questioning teachers use higher order questioning to provoke fruitful
discussion, ensure understanding and learning has taken place and to assess the level of the
learning.
Quality marking by teacher occasional pieces of work marked thoroughly focusing on

pointing out success and improvement rather than to mark every error in existence. On
occasion test marking will be undertaken whereby all aspects of the work will be marked
e.g. a story where comments are made re. spelling, grammar, punctuation, handwriting and
the overall quality of the work.
Conferencing teachers discuss with pupils their work and how they might improve it.
Completed assignments by pupils - projects, work in copybooks, activities, work samples,

homework etc.
Standardised tests analysed for errors and feedback may be provided to pupils
Diagnostic tests usually administered by the SET
Assessment by psychologist and/ or other outside agencies Conclusions and

information from the reports are acknowledged and recommendations followed where
practicable
Assessment of Learning
The formal assessments conducted in the school are part of our assessment for learning procedures.
They are conducted at specified times each year, recorded and reported to parents.
Standardised tests
The following are the tests used in our school:
Drumcondra Early Numeracy Test May/June each year used in Senior Infants
Drumcondra Early Literacy Test May/June each year used in Senior Infants
Drumcondra Primary Maths Test May/June each year from 1st to 6th classes
Drumcondra Primary English Test May/June each year from 1st to 6th classes
Assessment Policy
2016
The purpose of the standardised tests is to allow teachers to make placement and progress
decisions based on assessment results and to develop appropriate interventions for certain
children. The class teacher administers the standardised tests. In the event that a pupil is
absent on the day of the test the Learning Support teacher will administer the test at a later
date. Pupils may be excluded from the tests if in the view of the principal they have learning
or physical disability which would prevent them from taking the test or newcomer pupils,
where their level of English is such that attempting test would be inappropriate. Each childs
raw score, standard score, percentile rank, STEN and Reading age is recorded. The results
are analysed at whole school level (using the Aladdin tool) and at individual class level, and
the information gathered from the tests will be used to inform teaching and learning. The
results are communicated to parents in an oral format at the Parent-Teacher Meeting in
November and in a written format on the end of year report. The STEN score will be given
to parents and an explanation/descriptor will be provided with each result. The results will
help determine the allocation of learning support/resource hours in the school and the nature
of the support provided (in-class or withdrawal). See SEN policy.
Screening
Screening tests are used to facilitate the early identification of learning strengths /
difficulties. Standardised test scores are used for screening pupils from 1 st to 6th class. The
NRIT is used for screening pupils in 2nd Class and the CAT4 is used in 4th Class. The NRIT
and CAT4 are administered in late September and Standardised tests are administered in all
class levels by the class teachers in May / June. Screening checklists and teacher observation
are used in the classroom to screen pupils for progression in special education. Test results
are interpreted by the class teacher, SET team and relevant post-holders. Children under the
12th percentile on Standardised Tests are recommended for diagnostic testing and receive
intervention. Consideration will also be given to the class teachers recommendation and/or
results of class assessment tests. Priority for support in Literacy and Numeracy will be given
to children who fall below the 12th percentile in the Drumcondra Standardised Tests
throughout the school. Consideration will also be given to the class teachers
recommendation and/or results of class assessment tests in Literacy and Numeracy. A letter
is sent to a childs parents / guardians to seek consent for completion of diagnostic testing.
Diagnostic Assessment
A broad range of diagnostic tests are used to determine the appropriate learning support for
the individual pupils who present with learning difficulties. This list can be found in
Appendix 1 of this policy. The class teacher, in consultation with the SET team selects
children for diagnostic testing. All parents are asked to sign a consent form before testing
takes place. Members of the SET team administer the diagnostic tests and inform the class
teacher and parents of the results. Following assessment the class teacher, SE teacher and
the parents collaborate in formulating a plan to inform subsequent teaching and learning.
English as an Additional Language (EAL) Testing

Whole school testing of EAL pupils takes place each January using the Primary School
Assessment Kit (PSAK). Each September incoming Junior Infants and new pupils to the
school are tested as required. Any new children who arrive during the school year are also
tested where necessary. All EAL pupils are re-tested at the end of each instructional term.
Assessment Policy
2016
Learning Support Testing

Pupils who fall below the 12th Percentile in the Drumcondra Screening Tests are eligible for
Learning Support. Diagnostic testing is carried out by the relevant Support Teacher on these
pupils in order to ascertain the pupils areas of strengths and weaknesses. Based on the
results of the diagnostic testing, a learning programme is devised and delivered over the
duration of an instructional term. The pupils will be re-tested at the end of the instructional
term in order to review progress. The diagnostic test used for Literacy is the York
Assessment of Reading for Comprehension (YARC) and the Numeracy test used is the
Drumcondra Primary Maths Test Revised (DPMT-R).
Resource Testing
Review of resource pupils Individual Education Plans (IEPs) takes place at the end of each
instructional term. Pupils with Individual Behaviour Plans (IBPs) are reviewed as required.
See Appendix 1 for a list of all screening and diagnostic tests available.
Differentiated Literacy Programmes

Literacy Lift Off, Reading Recovery and First Steps are the differentiated Literacy
programmes in use in our school. Both Literacy Lift Off and Reading Recovery involve pre
and post testing. Senior Infants and First Class participate in Literacy Lift Off and testing
involves a word reading age test and running records. Reading Recovery is also used in
Senior Infants. Assessment in Reading Recovery involves letter identification, concepts
about print, running records, hearing and recording sounds in words, a written vocabulary
observation test, Duncan word test and a British ability scales word test. Pupils are arranged
in appropriate groups determined by the results of the testing that ensures each pupil is
working at his / her appropriate instructional level. The First Steps Programme for Reading,
Writing and Speaking and Listening are in use from Juniors Infants right up to Sixth Class.
At the beginning of each term three pupils of varying abilities are plotted on the First Steps
Reading, Writing and Listening and Speaking Continuums by highlighting the indicators
which they display. The pupils progress is monitored throughout the year to ensure
progression. Information gleaned will be utilised to inform teaching and as a method of
assessment.
Differentiated Numeracy Programmes

Maths Recovery and Mata sa Rang are the differentiated Numeracy Programmes being used
in our school. Maths Recovery is used in First Class. It involves pre and post testing carried
out on a termly basis. Pre-testing involves looking at a childs knowledge of number
sequence, counting, grouping and identification. Once the childs Stage of Arithmetic
Learning (S.E.A.L.) is established, a plan of work is set up. Mata sa Rang is used as a
strategies are used throughout school levels. Mata sa Rang Number Words and Numeral
Assessment Tasks are used in Senior Infants to divide the class up into levelled groups for
station teaching. Pupils progress is monitored throughout the year and children may move
groups to ensure they are working are their optimal level.
Teacher Designed Tests

Teachers may conduct End of Topic tests and/or End of Term/Year tests in Numeracy,
Literacy, Gaeilge and the other subjects. Teachers record pupil progress in these tests to
establish benchmarks and ensure progression is monitored. These are then stored in
Teachers assessment folders. Teachers can send home scored/corrected test sheets to parents
for signing. This keeps parents informed about their childs progress.
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Assessment Policy
2016
Psychological Assessment
The head of SET arranges consultations with psychologists (NEPS or other) if it is deemed
necessary. Where psychological assessment is considered necessary the head of SET liaises
with parents and standard NEPS consent forms are used. The head of SET is responsible for
arranging assessments with specialists, psychologists, speech and language therapists or
others. Specialist assessment reports inform all planning. Access to psychological reports is
controlled by the head of SET. Reports are stored in individual Pupil Special Education Files
in a locked cabinet by head of SET. For further information see SEN policy.
Recording and Storing the Results of Assessments
Pupils standardised test results are recorded on Aladdin and on each individual end of year
report. They are communicated to parents at Parent Teacher Meetings.
Teachers have agreed terminology for reporting on childrens progress and achievement.
Comments and observations will be recorded in an objective and instructive manner.
Results of Standardised Tests are reported to the Board of Management and the DES
(online) in June each year.
Assessment information will be safely stored to facilitate access to it by former pupils at any
stage until their 21st birthday
Each teacher will have an Assessment Folder in which to store assessments carried out
during the year.
Assessment Folder
Assessment Folders will include Standardised test results, NRIT / CAT4 Test results where
applicable, samples of teacher designed tests, samples of pupils work, First Steps Continuum for
Oral Language, Reading and Writing (3rd 6th Class only), 2015 Oral Language Progression
Continuum (Junior Infants 2nd Class), First Steps Continuum for Reading and Writing (Junior
Infants 2nd Class), Star Reading Test results and Pupil Profiles where necessary. At the end of each
year this folder is passed on to the next class teacher.
Success Criteria
A range of informal and formal assessment modes are used to place assessment as an
integral part of teaching and learning.
Procedures run smoothly and efficiently because there is clarity about what is expected and
who is responsible for different aspects.
Transfer of information from class teacher to class teacher happens efficiently at the
beginning/end of school year.
Roles and Responsibilities

The Assessment Committee has overall responsibility for monitoring and reviewing this policy. All
teachers are responsible for the implementation of the policy and are expected to use the
information available to help pupils learn and progress.
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Assessment Policy
2016
Timetable for Review
The operation of the new procedures be reviewed / amended in June 2017.

The review will be initiated and coordinated by the Assessment Committee.
Communication
A copy of this policy has been given to each teacher and is available for parents to view in the
school.
Ratification
This policy was ratified by the Board of Management in
Signed: _______________________________________
(Chairperson, Board of Management)
11
.
Date: ____________
Assessment Policy
Appendix 1:
Screening and Diagnostic Tests
A H 1: Non Verbal Intelligence
A H 2: Aston Index: Infant Screening and Diagnostic
Burt Reading Test
Bangor Dyslexia Test
Basic Number Diagnostic Test
Basic Number Screening Test
CAT4 Intelligence Test
Drumcondra Early Literacy Test
Drumcondra Primary Maths Test
Drumcondra Primary English Test
Drumcondra Primary Spelling Test
Dyslexia Early Screening Test (4:6 6:5)
The Dyslexia Screening Test (6.6-16:5)
Marino Word Reading Test
MIST: Middle Infant Screening Test
Neale Analysis of Reading Ability
NRIT: Non Verbal Intelligence Test
NFER: NELSON Non Verbal
Phonological Awareness Assessment Battery
PSAK: Primary School Assessment Kit for EAL
QUEST: Early Screening and Diagnostic Test Maths and English
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2016
Assessment Policy
Schonell Reading Test
2016
YARC: The York Assessment of Reading for Comprehension
Appendix 2:
Term:
Term 1
September
December
Junior Infants Assessment Schedule

Methods of Assessment:
IEP / IBP / GIEP
Preschool and Primary Inventory of Phonological Awareness
(P.I.P.A.)
Pupil Profile for EAL / Learning Support
Plot three pupils on the 2015 Oral Language Progression
Continuum
Plot three pupils on the First Steps Reading Map of Development
Plot three pupils on the First Steps Writing Map of Development
Check lists
Script samples
Teacher designed tests / tasks
Term 2
January March
IEP / IBP / GIEP

Continuum
Check lists
Script samples
Term 3
April - June
IEP / IBP / GIEP

Preschool and Primary Inventory of Phonological Awareness
(P.I.P.A.)
Continuum
Check lists
Script samples
Maths Recovery Senior Infants Maths Screening Test
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Assessment Policy
Term:
Term 1
September
December
2016
Senior Infants Assessment Schedule

IEP / IBP / GIEP
Continuum
Assess three pupils using Reading Recovery Testing
Check lists
Script samples
Busy at Maths Test
Mata sa Rang Number Word and Numerals Test
Word Age Reading Test (if Literacy Lift-Off is being implemented)
Book level (if L.L.O. is being implemented )
Running records (if L.L.O. is being implemented )
Term 2
January March
IEP / IBP / GIEP

Continuum
Assess three pupils using Reading Recovery Testing
Check lists
Script samples
Busy at Maths Test
Term 3
April - June
IEP / IBP / GIEP

Continuum
Check lists
Script samples
Maths Recovery Senior Infants Maths Screening Test
Busy at Maths Test
Mata sa Rang Number Word and Numerals Test
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Assessment Policy
Term:
Term 1
September
December

2016
First Class Assessment Schedule

Script Sample
Maths Topic Tasks/Tests
Maths Recovery Pre and Post Testing with three pupils
Weekly Spelling / Dictation Tasks/Tests
Diagnostic Tests - If required
Samples of Work
Checklists
IEP / IBP / G/IEP
Teacher Designed Tasks / Tests
Book level (if L.L.O. is being implemented)
Running records (if L.L.O. is being implemented)
Continuum
Term 2
January March

Diagnostic Test Reviews If required
Samples of Work
Checklists
IEP / IBP / G/IEP
Continuum
Term 3
April - June

Script Sample
Samples of Work
Checklists
IEP / IBP / G/IEP
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Assessment Policy

2016
Continuum
Drumcondra Maths Test
Drumcondra English Test
Second Class Assessment Schedule

Term:
Term 1
September
December
Samples of Work
Checklists
IEP / IBP /G/IEP
Star Reading Test (for children using Accelerated Reader)
Accelerated Reading Tests
CAT4
Continuum
Term 2
January March

Samples of Work
Checklists
IEP / IBP / G/IEP
Accelerated Reading Tests (for children using Accelerated Reader)
Continuum
Term 3
April - June

Samples of Work
Checklists
IEP / IBP / G/IEP
Accelerated Reading Tests (for children using Accelerated Reader)
Continuum
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Assessment Policy
2016
Third Class Assessment Schedule

Term:
Term 1
September
December
Samples of Work
Checklists
IEP / IBP / G/IEP
Star Reading Test (September & December)
Plot three pupils on the First Steps Speaking and Listening Continuum
Plot three pupils on the First Steps Reading Continuum
Plot three pupils on the First Steps Writing Continuum
Term 2
January March

Samples of Work
Checklists
IEP / IBP / G/IEP
Star Reading Test (Before Easter)
Term 3
April - June

Samples of Work
Checklists
IEP / IBP / G/IEP
Star Reading Test (June)
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Assessment Policy
Term:
Term 1
September
December
2016
Fourth Class Assessment Schedule

Teacher Observation
Pupil Self-Assessment
NRIT
Script Sample
Maths Topic Tests
Weekly Spelling / Dictation Tests
Samples of Work
Checklists
IEP / IBP / G/IEP
Star Reading Test (September & June)
Term 2
January March
Teacher Observation
Maths Topic Tests
Samples of Work
Checklists
IEP / IBP / G/IEP Reviews
Term 3
April - June
Teacher Observation
Maths Topic Tests
Script Sample Cursive
Samples of Work
Checklists
IEP / IBP / G/IEP
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Assessment Policy
Term:
Term 1
September January

2016
Fifth Class Assessment Schedule

Teacher Observation
Maths Topic Tests
Samples of Work
Checklists
IEP / IBP / G/IEP
Term 2
January March
Teacher Observation
Maths Topic Tests
Samples of Work
Checklists
Term 3
April - June
Teacher Observation
Maths Topic Tests
Samples of Work
Checklists
IEP / IBP / G/IEP
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Assessment Policy
Term:
Term 1
September January
2016
Sixth Class Assessment Schedule

Teacher Observation
Maths Topic Tests
Samples of Work
Checklists
IEP / IBP / G/IEP
Irish Oral Test
Term 2
January March
Teacher Observation
Maths Topic Tests
Samples of Work
Checklists
Term 3
April - June
Teacher Observation
Maths Topic Tests
Irish Oral Test
Samples of Work
Checklists
IEP / IBP / G/IEP
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Assessment Policy

21
2016

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Scoil Chrost R

Scoil Chrost R Ennis

Introductory Statement and Rationale

7. Recording and Storing the Results of Assessments